24/23. Election of Committee Chair
Having been proposed by R. Harrison and A Prichard, it was
Resolved: That Prof. J. Barratt be elected as Chair of the Committee.
Prof J. Barratt in the Chair.
25/23. Declarations of Interest
None.
26/23. Minutes – 20 March 2023 (Appendix – Agenda Item 3)
Resolved: That the Minutes of the meeting held on 20 March 2023, were approved as a true record.
27/23. Professional Practice Review (PPR) Report (Appendix, Agenda Item 5)
The VP, Q,A & I presented an overview of the outcomes from the college’s Professional Practice Review (PPR) process (previously circulated) to provide assurance regarding the quality of teaching and learning in the college, that teaching and learning practice effectively supported students’ progression and achievement and that the college was aware of skills to develop.
The main conclusions of the process were that –
- the outcomes of the PPR feedback suggested that the college had well-qualified teachers with exceptional subject knowledge who engaged well with students to create a supportive learning environment with good classroom behaviour.
- Teachers’ presentation skills and the resources they used were generally of high quality.
- There were very few ‘poor’ PPR reports. The sharing of good practice and support for those areas to develop had been facilitated within departments by the Learning Enhancement Team (LETs).
- The key themes of assessment for learning, student engagement and stretch and challenge have been identified as part of the college’s CPD focus for teachers in 2023/24.
- Feedback would be used by the college to improve the consistency of the process going forward.
In response to questions, the DoQ,T & LE explained -
- how the PPR process was part of a suite of measures designed to further improve teaching and learning, increase outstanding teaching practice in the college and develop further best practice in Assessment for Learning and student engagement.
- The PPR process had been well received by teachers and they were supportive of the initiatives being taken forward, the support offered by the Observation Team encouraged teachers to reflect on their performance and work collaboratively across the college to share best practice.
- How the student voice survey responses fed into the Self-Assessment Report, to identify areas for improvement planning going forward and how student voice was included in conversations to improve teaching practice.
- Work was already underway to encourage the sharing of best practice throughout the teaching cohort in 2023/24.
- The makeup of the college observation team.
The Committee suggested minor changes to future reports, to provide more strategic context.
28/23. Progress Grade 3 Reports – Academic & Vocational (Appendices – Agenda Item 6a & b)
Academic & Vocational Art Provision
The VP, ALs presented an overview (previously circulated) to provide assurance that the college understood the risks associated with this year’s summer results and that sufficient mitigating actions were in place to address these risks.
She explained that the key issues were lower than usual retention and attendance for the cohort compared to pre-Covid 19 pandemic years, which carried the consequent risk of lower outcomes and that Year 2 students would underperform due to sitting national exams for the first time. This cohort did not sit ‘normal’ GCSE exams, so some had found it difficult to understand the level of work required to consolidate a two-year course and had failed to realise how early they should have begun that work, despite subject teachers embedding revision work earlier and in far more detail.
Despite college implementing these and other mitigations outcomes could be affected by external factors out of the college’s control, including disruption to travel, industrial action and this year’s additional Bank Holidays during the critical examination preparation period.
The Committee acknowledged that the college had worked hard to put in place measures to support the achievement of good or better outcomes but there remained much uncertainty about the results due to the external factors.
In response to questions, the VP-ALs –
- Explained that there was a higher degree of nervousness about the exams from this cohort; the college had received a higher number of referrals for access arrangements citing exam anxiety and a higher number of requests for ‘special consideration’. Due to the mitigations put in place, mock exams had gone smoothly, and as a result the college was able to anticipate potential issues relating to the real examinations coming, by embedding additional revision opportunities into timetables. Teaching staff had also worked very hard to support this cohort to develop at the earliest stage, the students’ study and exam preparation skills which had been untested at school level. The college had also responded to the increasing demands from this cohort for emotional and mental health support and had worked to address behavioural issues. The college’s experience appeared to mirror similar experiences in other colleges nationally.
- For 2023/2024, the college would develop further its strategies to address the lower attendance figures as there was a clear link between attendance and outcomes.
- There was a degree of uncertainty over grade outcomes for this cohort, as examining bodies had indicated they would return to ‘pre-Covid’ grade profiling.
Vocational
The VP, V&TE presented an overview of the risks associated with outcomes with respect to students completing this year (previously circulated). He provided an update on –
- Progress Grades
- GCSE Exams in 2023
- SDF Project
- Multiply Project
- Skills Advisory Panels
The Committee acknowledged the college had placed significant focus on addressing local skills shortages during 2023.
In response to questions, the VP, V&TE explained that –
- The programme of Pre-Quality Review meetings had enabled the college to review, discuss and challenge progress grades within each curriculum area. The Committee noted that, with respect to Progress Grades, Year 1 indicated a much-improved number of students achieving a high grade and Year 2 was also looking very strong. All 3 grade areas were demonstrating higher %. The Committee supported the expectation that every effort be made to maximise students’ target grades and expecting higher achievement.
- Regarding Extended Diploma qualifications, Year 1 had been a challenge in some areas as, similarly with the academic cohort, preparation for external exams continued to be an adjustment for students. To mitigate this, Curriculum Directors had been challenged to ensure all staff were maximising grades through the mitigating interventions put in place, including 1-2-1 support, extra sessions and targeted intervention, to ensure students entered Year 2 in a strong position.
- Regarding the Strategic Development Fund, the SDF 2 Project secured funding had allowed the college to make a significant investment in the estate and purchase specialist equipment in preparation for the rollout of local skills improvement plans.
- The Department for Education had launched the local skills improvement fund (LSIF) aimed to help “plug local skills gaps” and “get more people into jobs closer to home”. The college had collaborated again with Telford College and Hereford & Ludlow College to submit an EOI (expression of interest) outlining the initiatives to lead on that would “respond to the specific priorities” identified in the Marches local skills improvement plan. The value of the project was approx. £2.4 million which would be split between capital and revenue across all delivery partners, if successful.
- The college’s newly formed Skills Advisory Panels aspired to bring together employers and key stakeholders to ensure that the college was producing high quality skills analysis of the sectors. This would form a robust evidence base for identifying local skills needs and employment priorities in the Shropshire region in the short and longer-term. Three Skills Advisory Panels in Construction, Health and Engineering had already taken place, with more planned.
29/23. Safeguarding and Equality, Diversity and Inclusion Report (Appendix – Agenda Item 7)
The VP, S&P and AP, CS provided an update (previously circulated) as follows –
Safeguarding
- The college had further developed links to local exploitation teams and in conjunction referrals to support services such as Climb and Branch.
- The college had recently ‘work hosted’ specialists from the local substance misuse team (We Are With You) and the substance misuse worker from the Shropshire Exploitation Team to support students as part of a multi-agency response to an alert raised by health professionals. As a result, several students were being supported.
- Following the departure of the VP, S&P at the start of the 2023 Autumn Term, the AP, CS, who would be known as Vice Principal, Students (VP, S) from this point, would take on the role as Senior Designated Safeguarding Lead and be responsible for the other student support functions, including Student Services. The Safeguarding Manager was also leaving at the end of Term and the Committee sought assurance that the college would continue to maintain and develop the high-quality service currently provided in light of the departure of these valued and experienced members of the safeguarding team. In response to questions, the VP explained that the new Safeguarding and Wellbeing Team Leader would assume the functions previously carried out by the Designated Safeguarding Lead at the London Road Campus, leading the Safeguarding Team at that campus as well as being the designated teacher for all Looked After Young People. The two Student Engagement Coach roles based at the London Road Campus would continue for 2023/2024; one of these roles would specifically focus on student welfare and carry out early intervention work with students to prevent concerns escalating to the point where safeguarding intervention was needed. The college’s Emotional Health and Wellbeing support would be brought into the same team as safeguarding, to recognise the overlap between these two areas of work.
- The college had commissioned Health Assured, as an extension to the Student Assistance Programme, in December 2022 (Q, S & C Min No 47/22 refers), to provide all students with access to video and/ or telephone counselling. Students were entitled to 6 sessions per issue per year with a BACP accredited counsellor as well as 24/7 support for crises. The intention was that more students could access support more quickly, the outcome being to help them attend college, as well as preventing escalation if students needed to wait for support.
Equality & Diversity
- The college had been working with Norwich City College (as part of the SEND Centres of Excellence initiative) to review its Learning Support to High Needs and SEND Support students. To further develop the quality of service and the continuing development of the staff, a Workforce Development Plan had been put in place to support the Team and develop their skills.
30/23. Quality Enhancement Plan (QuEP) – Progress Update (Appendix – Agenda Item 8)
The Committee reviewed the QuEP (previously circulated). Priority projects had been highlighted at the request of the Board Chair.
31/23. Apprenticeships (Confidential Appendix - Agenda Item 9)
The Committee considered a report (previously circulated) setting out the latest position.
The VP, Q, A & I provided updates on –
- Recruitment
- Funding
- Staffing
- Achievement
- Risks
In response to questions, the VP explained –
- 2022/23 had recruited very close to plan.
- Current funding projection was short of the target budget for the year. This gap had developed through apprentices withdrawing from programme and others making slow progress towards achievement, particularly in Trades Union Official apprenticeships. The Apprenticeship Curriculum Manager continued to review and challenge every potential withdrawal before it was confirmed.
- Achievement rates were on course for a significant improvement compared to 2022/2023. Forward planning of End Point Assessment (EPA) was the key element to avoid scheduling issues, and to drive the preparation of the apprentices. Although this remained a challenge for the college, EPA congestion was less than in 2022/2023. The Committee expected this upward trend to continue into 2023/2024, with a continued focus on early EPA.
- The Education Skills Funding Agency (ESFA) had implemented its new approach to performance monitoring; the Apprenticeship Accountability Framework (AAF). The VP-QA&I had met with the ESFA regarding achievement and retention in line with this monitoring approach. Assurance was provided that by year-end, the performance would meet expectations. The ESFA had written to the college to confirm the details of the meeting and to confirm it would monitor, but at this stage was reassured.
32/23. Sub-Contracting Activity Report (Confidential Appendix, Agenda Item 10)
The Committee considered a report (previously circulated) on the operation of the college’s sub-contracted activity for the academic year 2022-23 and to meet the requirements of the Education Skills Funding Agency (ESFA’s) Sub-Contracting Standard.
The report covered –
- quality
- funding
- performance measures
across the three sub-contracting partners the college had worked with during 2022 - 2023.
The college had significantly reduced the amount of ESFA funding that it has sub-contracted since 2018/19. In line with the reduction in funding, the number of partner organisations had also reduced.
For the 2022/23 academic year, the college –
- had implemented a new methodology for selecting high-quality sub-contracted partners to work with and a new process for awarding Adult Education Budgets (AEB) contracts.
- Had continued to work with three longstanding sub-contracted partners. The provision offered by each of the partner organisations met or addressed at least one of the five target criteria required by the ESFA, when supporting the rationale for sub-contracting.
- all partner organisations were in scope of the college quality assurance processes.
- non-devolved sub-contracting activity was in full scope for the ESFA’s sub-contracting standard review, which had been undertaken by the college’s appointed internal auditors to be submitted to the ESFA. If the college achieved the sub-contracting standard, it would remain in place for the next three years. If the college did not meet the Sub-contracting Standard, there was the potential to still operate as a prime sub-contractor while the college addressed the ESFA’s action plan.
33/23. Careers Report (Appendix, Agenda Item 11)
The Committee considered a report (previously circulated) providing assurance that the college continued to meet its statutory requirements and planned activities in the delivery of careers provision.
- Colleges were required to hold the Matrix Standard if they received funding from the ESFA adult education budget. The college’s Matrix assessment had taken place in March 2023 and had been confirmed as continuing to meet the standard. It would next be assessed in February 2026, with two continuous improvement checks scheduled for 2024 and 2025.
- The assessment report confirmed that the college was highly regarding by the business community and local authorities, was well-embedded with the Marches LEP and was a key partner around development plans and structures. The assessment report also confirmed that the college was a key partner in the development of Local Skills Improvement Plans (LSIP). Interviews with students confirmed the strength of careers support at the college, with support for 19+ students consistent with support for 16-19 students; Access students interviewed also felt very well supported.
- Remaining careers campaigns for the summer term were focussed on supporting students’ progression and signposting positive destinations. Events included Parent events and employability bootcamps aimed at Accelerate and Investigate pathways for current and summer leavers, preparation for supporting UCAS applications and two HE information evenings.
- The Link Governor would be involved in the end of year Compass Review to self-assess the college’s performance against the Gatsby Benchmarks scheduled for 13 July 2023.
34/23. Higher Education Update (Appendix, Agenda Item 12)
The Committee considered a report (previously circulated) setting out the latest position.
- To mitigate the impact of reducing higher education application numbers, the VP, V&TE and Director of HE were finalising the Higher Education Recruitment Marketing Plan.
- The VP, V&TE would chair a working party that would contribute to the writing and submission of a bid for the Higher Technical Skills Injection Fund, as part of the college’s intention to capitalise on every opportunity to invest in opportunities for financial investment in HE.
The Committee acknowledged that recruitment for HE in FE was a significant challenge to the college in the current landscape and supported the college’s intention to continue to offer high quality provision and contribute to addressing local skills shortages, particularly in areas such as healthcare.
35/23. Student Voice (Appendices, Agenda Item 13)
Student Voice Update
The VP, S&P presented (previously circulated) the end of year reports on Student Voice activities across the three campuses.
The Committee had requested, this year, that the Student Voice Reports be written by each of the Campus Student Executive Presidents, with contributions from key Student Union Executive officers. It agreed that the revised format had added to governors’ understanding of student concerns, particularly the reports from the Health and Well Being and LGBQT+ officers. Governors had appreciated the opportunity to attend SUE meetings and hoped the invitation would be extended going into 2023/2024. The reports provided evidence of a vibrant, motivated and engaged Executive.
In response to a question, the Clerk explained how she and student governors provided feedback with to the SUE.
The Committee agreed to send a letter of thanks to the SUE and to welcome the newly appointed Executive members.
Student Perception of College (SPOC) Report
The DoQ,T & LE presented (previously circulated) the outcomes from the year-end Student Perception of College (SPOC) survey. Areas for further action by the college would be brought forward by SLT members in direct response to student feedback following a more detail consideration of the key student concerns.
- Two questionnaires had been sent to all students; the End of Year ‘SPOC’ survey on students’ perceptions of college and the End of Year Subject Survey which covered the students’ experience within their class.
- Regarding the SPOC, respondees reported -
- that the campus estates (97%) and atmosphere at college (92%) made it a pleasant place to learn with good facilities for study (95%). Respondees were happy with the quality of teaching (94%) and would recommend the college to others (96%).
- Students felt safe in college (98%) and, to provide further assurance to the Committee, those that did not feel safe had been followed up directly and individually by the safeguarding team.
- Respondees reported that they would like more opportunity for enrichment (78%), learn more about issues beyond college (81%) and the development of their digital skills (84%).
- Challenges remained in developing students’ self-confidence (81%), supporting emotional health and wellbeing (84%) and supporting travel to college (84%).
- The responses to the Open Response Questions, ‘My time in college would be better if...’ and ‘Tell us something that the college has done well’ had undergone detailed analysis using AI, to provide the college with more information on which to base actions to improve student experience.
- There appeared to be no significant variation in overall satisfaction regarding students by their gender, sexual orientation, learning difficulty, access arrangement, access to free college meals, and ethnic group, except for the Asian / Asian British students who had an overall satisfaction rate of 89% compared to an average of 95%; this was a longitudinal trend over several years and would be examined by the Equality and Diversity Committee at its next meeting.
The Committee observed that there had been no significant shifts in the student responses since the last survey and sought an explanation. The DoQ,T & LE considered that a change of approach to SPOC action planning was needed and a Subject SPOC action plan would be presented following further analysis of the overall SPOC data.
36/23. Risk
The Committee considered the strategic risks relevant to its remit and agreed that they had been discussed within the meeting.
37/23. Date of Next Meeting – to be confirmed.
The meeting concluded at 7.53 p.m.